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Ways of thinking in Digital Technologies
Ways of thinking in Digital Technologies

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Key messages about Digital Technologies Digital Technologies is a new curriculum F to 10 Digital Technologies is as much about using different ways of thinking as it is using different digital systems ID: 535993 Download Presentation

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Slide1

Ways of thinking in Digital TechnologiesSlide2

Key messages about Digital Technologies

Digital Technologies is a new curriculum (F to 10)

Digital Technologies is as much about using different ways of thinking as it is using different digital systems

Digital Technologies is not the new name for eLearning/digital learning/ICT

Up to 50 per cent of the curriculum can be learned ‘unplugged’ (no digital device)Slide3

Ways of thinking

include computational, design

a

nd systems thinking

Digital Technologies

involves students

creating digital solutions

through the use of

information systems

and specific

ways of thinking

about problem solving

Information systems

comprise people,

d

ata,

p

rocesses and

d

igital systems

Creating digital solutions

u

sing programming

languages and productivity

t

ools such as Microsoft suiteSlide4

These are key content areas, not

substrandsSlide5

Students apply different ways of thinking when determining and using appropriate data, processes and digital systems to create innovative digital solutions. Slide6

Ways of thinking about problem solvingSlide7

Computational thinking

A problem-solving methodology that involves various techniques and strategies in order to solve problems that can be implemented by digital systems.

It involves organising data logically, breaking down problems into components, and the design and use of algorithms, patterns and models.

Victorian Curriculum GlossarySlide8

Computational thinking – a hybrid!Slide9

Computational thinking – a hybrid!Slide10

You are purchasing an evaporative

airconditioning

unit from Cool Connections Pty Ltd for your brick veneer home. The system will have a ceiling vent in each room you nominate. Currently you have ducted heating and three portable fans. Cool Connections needs to have a plan of your house to determine the positioning of the vents in each room.

Draw a plan of your house to fit this purpose.

CT – abstraction (making models)Slide11

You are purchasing an evaporative

airconditioning

unit from Cool Connections Pty Ltd for

your brick veneer home. The system will have a ceiling vent in the rooms you nominate. Currently you have ducted heating and three portable fans. Cool Connections needs to have a plan of your house to determine the positioning of the vents in each room. What details are relevant to this problem? Draw a plan of your house to fit this purpose

.CT – abstraction (making models)What did you include?

What did you exclude and why? What was the most important information to include?How could your model be used in different circumstances – what would you change?

How could this scenario be adapted?Slide12

Progression of content

Knowledge and skills are represented as a continuum. Here is an overview of the progression of a content description in the Creating digital solutions strand

F-2

3-4

5-6

7-8

9-10

Follow, describe and represent a sequence of steps and decisions

Define simple problems, and describe and follow …Design, modify and follow simple algorithms represented

diagrammatically

Design algorithms represented diagrammatically and in EnglishDesign algorithms represented diagrammatically and in structured EnglishSlide13

Start/stop

Task or action

Condition

L

ink

Design, modify and follow simple algorithms represented

diagrammatically (levels 5 and 6)Slide14

Start/stop

Task or action

Condition

L

ink

Start subtraction

Look at the ones

Is the top digit smaller?

Trade a ten for 10 ones

Add 10 to the top one

Subtract the ones

Subtract the tens

Done!

NO

Source: DLTV Journal 3.1, 2015, p 16

YES

Flowcharts for two-digit subtractionSlide15

Start/stop

Get a verb

Write new word

Add the suffix ‘

ing

Start/stop

Task or action

Condition

L

ink

Flowcharts for present participles for verbs – ‘play’

Source: based on DLTV Journal 3.1, 2015, p 17Slide16

Start

Get a verb

It ends in ‘e’

Remove the ‘e’

Add the suffix ‘

ing

Write new word

NO

YES

Start/stop

Get a verb

Write new word

Add the suffix ‘

ing

Start/stop

Task or action

Condition

Link

Flowcharts for present participles for verbs – ‘make’Slide17

STRUCTURED ENGLISH

IF hour <12 print (“Good morning”)

Australian Curriculum Glossary

Sequence of algorithms (designing) from levels 3 to10 Slide18

Design thinking

Purposeful use of strategies for understanding design problems and opportunities, visualising and generating creative and innovative ideas, and analysing and evaluating those ideas that best meet the criteria for success and planning.

Designing

stems from the notion that current products, processes, systems or services are either unsuitable for our needs or can be improved.Slide19

Characteristics of design thinkingSlide20

Design thinking is a process that is purposefulSlide21

Divergence

ConvergenceSlide22

Progressions in ideationSlide23

Further ideas can be found at Idea Generation Techniques among Creative Professionals, Herring, Jones and Bailey

Technique

Research

Represent

RefineInspireRole playing

Brainstorm



Forced analogy

IncubatePrototyping

Categories of idea generation techniquesSlide24

Associate

Associate

Game that calculates

Robot that talks

RearrangeSlide25

Non-creative behaviour is learned

Land &

Jarman

research findings

98% highly creative

30% highly creative

12% highly creative

http://www.creativityatwork.com/2012/03/23/can-creativity-be-taught/Slide26

I see

(list, itemise, deconstruct)

I think

What’s the purpose?

How does it work?

What are the parts?

Who would use/like it?

I wonder

What if …?

What would happen if ..?

What would change if?

Project Zero, Harvard UniversitySlide27

Tips for teachersSlide28
Slide29

Systems thinking

A holistic approach to the identification and solving of problems where parts and components of a system, their interactions and interrelationships are analysed individually to see how they influence the functioning of the whole system. This approach enables students to understand systems and work with complexity, uncertainty and risk.

Victorian Curriculum Glossary

It also involves understanding the interdependence between information systems and how a change or output from one system can affect another, and how this affects larger systems such as the economy and society.

VCE Computing study designSlide30

Reality is made up of circles, but we see straight

lines. Herein lies the beginnings of our limitations as systems thinkers

Peter

Senge

, The Fifth Discipline: The Art & Practice of the Learning OrganizationSlide31

Inputs

Processes

Outputs

Intended

Unintended

Cause and effect?

Loops (interdependencies between elements)Slide32

Systems thinking activity

What resources are needed to make a tablet?

What processes are used to convert the materials into a tablet?

What are the social, economic and environmental implications of the tablet?Slide33

What’s the difference in the interface? Why? Slide34

Systems thinkers:Slide35

Coding human knowledge in a way that can be carried out by a digital deviceSlide36

For further information please contact:

Paula Christophersen

Curriculum Manager, Digital Technologies

9032 17240407 043 110

christophersen.paula.p@edumail.vic.gov.au

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